1. Download the file and make copies for students of the activity suggested in the “Materiales Educativos Digitales” section and have the beam projector ready to show an interactive activity.

2. Ask students to think of the perfect vacation, where, when, why, etc.

3. Tell students they are going to work in pairs with some of these sections to talk about their last vacation.

3. Distribute the worksheet, do the warm-up in pairs, and invite volunteers to share those ideas with the class.

4. Ask students to work with the vocabulary section and the conversation. Offer help with grammar and vocabulary as needed.

5. Invite students to check their answers in pairs again.

6. Have some volunteers act out the conversation by using the cues in exercise 5 and have the rest of the class help with suggestions. Encourage students not to read the information from the conversation directly but try to remember and have fun.

7. Continue working with exercise 6 as a class and have students tell you about those places.

8. Invite students to have a conversation in pairs about an imaginary vacation to the places in pictures. Encourage students to be creative and try to use their conversation skills.

9. Choose some volunteers at random to share their imaginary vacations with the class.

10. Tell students to imagine that somebody is going to UK and he/she notices some 'unknown' words. Both countries speak English so why is that?

11. Ask students what the difference between ‘color’ and ‘colour’ is, or ‘pants’ and ‘trousers’, and talk to students about the differences between American and British English very briefly.

12. Show the interactive activity and invite students to choose the word for British (B) and for American (A) English. You may want to have some volunteers say their answers from their seats or come to the front and type on the worksheet.

13. Invite students to write down 10 of those words in their notebooks and draw a picture to go with it.

14. Play a game with students by calling a word, for example, ‘lift’ (B) and elicit the equivalent in A which is ‘elevator’, etc. and see how many words they remember

1. Have the beam projector ready to show the activity suggested in the “Materiales Educativos Digitales” section as well s the copies of the file suggested as well to use in the second part of the lesson.

2. Ask students to tell you the difference between 'tired' and 'tiring', 'frustrated' and 'frustrating', 'bored', and 'boring'.

3. Project the activity and tell students there are 20 different questions to ask and choose answers from. You can ask students to complete them in their notebooks in case you decide not to print the file.

4. When they finish, ask them to interview a classmate. You may ask them to choose only 10 questions or as many as you consider depending on your class time and type of class and write the answers in their notebooks.

5. Have students share with the class information they found out about your classmates in terms of personal experiences told by someone else.

6. Ask students to practice the adjectives in a chain by rows saying two _ed adjectives and two _ing adjectives.

7. Tell students they are going to review vocabulary in American and British English by working with a crossword puzzle.

8. Distribute the worksheet and ask students to work individually.

9. There are 16 pictures of words with their correspondent name in American English for them to write their equivalent in British English. Encourage students not to copy the answers from their notes or use a dictionary but to try their knowledge.

10. Set a (short) time limit and when time is up, ask students to complete their answers by working in pairs. Give them 2 or 3 minutes to get as many of the words they need and if they still need more words, give them a couple more minutes to mingle and get the rest of the British words.

11. Check answers with the class by calling the American word and having the class say the British word that corresponds.